Evaluating the Implementation of Ai-Enabled Education Technology in Secondary Education in Tanzania: Effect on Teaching Practices, Learning Engagement and Learning Outcomes under the Revised Curriculum 2023

Abstract

Tanzania has made substantial investments in educational technology (EdTech) as part of the implementation of the 2023 Revised Curriculum. These investments include the Secondary Online Public School (OPSchool), interactive digital learning content, the Tanzania Institute of Education (TIE) Online Library, artificial intelligence (AI)-enabled learning resources, school information systems, and the Teachers’ Continuous Professional Development Learning Management System (TCPD-LMS), commonly associated with MEWAKA. This paper evaluates the emerging outcomes of these investments in secondary education, focusing on Dar es Salaam, Pwani, Morogoro, Tabora and Kigoma Regions. A comparative secondary-data evaluation design was used. Evidence published from 2020 to August 2026 was synthesised from government policy documents, audited programme records, regional education statistics, population census indicators, platform analytics, implementation studies and international research. The analysis examined two questions: first, whether EdTech implementation is associated with changes in teaching practices, learner engagement and learning outcomes; and second, whether TCPD-LMS participation, teachers’ digital competence and infrastructure readiness help to explain variation in implementation outcomes. The findings revealed clear progress in investment outputs: large-scale curriculum training, growth of digital and interactive content, wider use of the TCPD-LMS, and expansion of ICT-supported schools. Evidence is strongest for improved access to resources, lesson preparation, formative assessment, collaborative professional learning and learner engagement. Evidence of attributable improvement in secondary-school learning outcomes remains limited because platform use, classroom practice and examination data are not yet linked at school and regional levels. Considerable regional inequality is also evident. Dar es Salaam has the strongest enabling environment, while Tabora and Kigoma face more severe electricity, device and connectivity constraints. TCPD-LMS is a plausible explanatory variable, but its influence depends on relevant content, sustained participation, teacher digital competence, leadership support and reliable infrastructure. The paper recommends a five-region longitudinal evaluation system that links platform analytics, teacher competence, classroom observation, and learner engagement and examination outcomes.